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国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD


www.globalcitizensaward.org
Promoting and recognising development
as global citizens:

The International Global Citizen's Award

                  Boyd Roberts, 16 November 2011

                           国际全球公民奖
       Premio Internacional de Ciudadano Global
       International
       GLOBAL CITIZEN’S AWARD
国际全球公民奖
      Premio Internacional de Ciudadano Global
      International
      GLOBAL CITIZEN’S AWARD




An international programme to
promote and recognise
development of (young) people,
aged 11 and above, as better
global citizens
国际全球公民奖
       Premio Internacional de Ciudadano Global
       International
       GLOBAL CITIZEN’S AWARD




A framework within which existing
work and activities in schools can
be included and shaped, but
focusing on the development of
individual students.
You
• A teacher
• B school administrator
• C work for NGO or other
    organisation
• D consultant
• E other
国际全球公民奖
        Premio Internacional de Ciudadano Global
        International
        GLOBAL CITIZEN’S AWARD



Thinking behind the Award

       Comments, questions etc etc

The IGC Award – an outline of the
structure

       Comments, questions etc

The IGC Award in practice

       Final questions, comments etc.
国际全球公民奖
     Premio Internacional de Ciudadano Global
     International
     GLOBAL CITIZEN’S AWARD




Basic thinking behind the Award
国际全球公民奖
         Premio Internacional de Ciudadano Global
         International
         GLOBAL CITIZEN’S AWARD




1. In our interconnected global world

  we are affected by and have impact
  upon the environment and people on a
  global scale

  although we may not be aware of this.
国际全球公民奖
          Premio Internacional de Ciudadano Global
          International
          GLOBAL CITIZEN’S AWARD


In our interconnected global world


                  the global

  is in                                     is in


                  the local
国际全球公民奖
       Premio Internacional de Ciudadano Global
       International
       GLOBAL CITIZEN’S AWARD




We can get a sense of the global by
examining the local with an informed
“global gaze” (Harriet Marshall).

We don’t fully understand the local
without an informed sense of the global.
国际全球公民奖
        Premio Internacional de Ciudadano Global
        International
        GLOBAL CITIZEN’S AWARD




2.
 Teachers doing is not the same as, and
 does not always lead to students
 learning.

 When it comes to our global work, what
 do we expect, and how do we know it’s
 working?
国际全球公民奖
         Premio Internacional de Ciudadano Global
         International
         GLOBAL CITIZEN’S AWARD




3. There are different levels of
   engagement with our global world.
ACT                     Practical engagement
                             Now what?

CARE                    Attitudes and values
 about
                              So what?

                         Knowledge
AWARE
                               What?
         Levels of engagement with global issues
国际全球公民奖
         Premio Internacional de Ciudadano Global
         International
         GLOBAL CITIZEN’S AWARD




4.   In our interconnected global world,
     we all have global impact,

     but we are not all good global
     citizens.
ACT



CARE
 about
                        Global
                     citizenship




AWARE      Global
         awareness

                                   15
good
A / global citizen is…
  •   informed
  •   principled
  •   active

      on issues from local to
        global levels
Levels of global engagement
           Global citizenship

Informed     Be aware         Head

Principled   Be moved         Heart

Active       Be involved Hands
             Oxfam              Montessori
Oxfam sees the Global Citizen as
           someone who…

   is aware of the wider world and has a
    sense of their own role as a world
    citizen

   respects and values diversity

   has an understanding of how the
    world works
Oxfam sees the Global Citizen
         as someone who…

   is outraged by social injustice
   participates in the community – from
    local to global levels
   is willing to make the world a fairer
    and more sustainable place
   takes responsibility for their actions
Aspects of the Global Citizen




      KNOWLEDGE

can be taught or learned
Aspects of the Global Citizen




          SKILLS

can be taught or learned
Aspects of the Global Citizen



     ATTITUDES
     & VALUES

   “caught not taught”
Aspects of the Global Citizen


        ACTION /
      PARTICIPATION

can be led or facilitated
Aspects of the Global Citizen

KNOWLEDGE
 KNOWLEDGE    ATTITUDES    ACTION &
              & VALUES     PARTICIPATION
    SKILLS
   SKILLS
Traditional   Ethos
curriculum    Experience
realm         Impact
Teacher       Role model   Leader
Instructor    Mentor       Facilitator
Subject Classes
• Focus on “content” – knowledge
  and skills
• Often form an induction to an
  established discipline
• Led / taught / assessed by
  experts
• Prepare for the future
Global citizenship
         should…

• emphasise attitudes and values
• emphasise action and
  participation
• recognise that students, like
  adults, are co-equal citizens now
• set aside traditional ideas of the
  teacher as “expert”
ACTION
Not education for …

but

real, authentic engagement in

   global citizenship
国际全球公民奖
       Premio Internacional de Ciudadano Global
       International
       GLOBAL CITIZEN’S AWARD


working alongside and with young people
 to help them
• become more aware of themselves
  as global citizens

• become better informed
• change their lives for the better
• make the world a better place
国际全球公民奖
Premio Internacional de
Ciudadano Global
International
GLOBAL CITIZEN’S AWARD

www.globalcitizensaward.org
国际全球公民奖
        Premio Internacional de Ciudadano Global
        International
        GLOBAL CITIZEN’S AWARD




An international programme to
promote and recognise
development of (young) people
as better global citizens
国际全球公民奖
         Premio Internacional de Ciudadano Global
         International
         GLOBAL CITIZEN’S AWARD




A framework within which existing
work and activities in schools can
be included, shaped and extended,
but focusing on the development of
individual students.
The IGC Award encourages young people
to become better global citizens by:


finding out more about other
cultures and outlooks
The IGC Award encourages young people
to become better global citizens by:


finding out more about how their
everyday lives affect the
environment and the lives of
others
The IGC Award encourages young people
to become better global citizens by:


taking small actions to make the
world a better place
The IGC Award encourages young people to
become better global citizens by:


reflecting on change - their
developing
knowledge, awareness, perspecti
ves and experience
International
        GLOBAL CITIZEN’S AWARD

The Award
• affirms that students are not future
  citizens but citizens now.

• involves students in all aspects

• promotes authentic engagement and
  personal experience
International
         GLOBAL CITIZEN’S AWARD

• is a voluntary programme

• starts with students’ everyday lives

• concentrates on values, attitudes and
  action, all related to global citizenship
International
        GLOBAL CITIZEN’S AWARD


• promotes and recognises
     change and development
  – not the “standard” reached

• is locally awarded by authorised
  centres – with involvement of
  participants
International
        GLOBAL CITIZEN’S AWARD


Encourages wide participation of
 students
         •    no limits on numbers
         •    wide age range (11+)
         •   non-competitive
         •    suitable for wide
              ability range
but voluntary
International
    GLOBAL CITIZEN’S AWARD



Think globally ….
     act locally
International
      GLOBAL CITIZEN’S AWARD



Promoting individual development
by active, informed community
participation at all levels from the
local to the global.
International
GLOBAL CITIZEN’S AWARD




  Elements
of the Award
 programme
International
    GLOBAL CITIZEN’S AWARD




1. UNDERSTANDING
   OTHER CULTURES
   AND OUTLOOKS
International
     GLOBAL CITIZEN’S AWARD




2.   PERSONAL
     GLOBAL
     FOOTPRINT
International
     GLOBAL CITIZEN’S AWARD




3.   INFLUENCE &
     INVOLVEMENT
     WITH OTHERS
International
     GLOBAL CITIZEN’S AWARD




4.   RECORDING
     AND
     REFLECTING
     ON CHANGE
International
         GLOBAL CITIZEN’S AWARD

Understanding other cultures
   and outlooks

Reading, Films, TV programmes etc

BUT must include
 DIRECT PERSONAL ENGAGEMENT
   with person(s) of different outlook
International
      GLOBAL CITIZEN’S AWARD


Personal Global Footprint

Individual impact on the world –
 people and environment – directly
 and indirectly
International
     GLOBAL CITIZEN’S AWARD


Personal Global Footprint

–Being good with money

–Environmental responsibility
International
        GLOBAL CITIZEN’S AWARD


Being good with money
• Helping things to happen by giving it
  away
• Ethical spending
   “Buying products or services which
   were ethically produced or
   delivered and/or which are not
   harmful to the environment and
   society.”
• Background research, and action
International
       GLOBAL CITIZEN’S AWARD


Environmental responsibility


• Research and review of personal
  environmental impact
 and
• appropriate action
International
       GLOBAL CITIZEN’S AWARD

Influence & involvement with
 others
•   Personal community service

•   Advocacy, Persuasion or
       Promotion
•   Active decision-making
International
         GLOBAL CITIZEN’S AWARD

Recording and reflecting on
 change and development

“Diary” / “log” in any format and language
 allowed by the school; records changes in
 knowledge, action and awareness

 Reflection individually or with peers, or
 mentor - in writing / orally
International
         GLOBAL CITIZEN’S AWARD
Time involved
- approx 2 hours per week
- 50 total hours

• Understanding other cultures and outlooks
                           10 – 15 total hours
• Personal global footprint
                           10 - 15 total hours
• Influence and involvement with others
                           15 – 20 total hours
• Recording and reflecting on personal change
  and development          5 – 10 total hours
(Note: All times include associated research)
International
       GLOBAL CITIZEN’S AWARD


Awards made at

   •   Bronze level (6 months min.)

   •   Silver level (12 months min.)

   •   Gold level (18 months min.)
International
        GLOBAL CITIZEN’S AWARD

Why an award?

• It shows the school takes it all
      seriously – that it matters
  And we should assess and recognise
  what we value.
• It recognises and encourages
  development of individual students
• It encourages and motivates
  participation
International
       GLOBAL CITIZEN’S AWARD

Why a local award?
• Gives centres “ownership”
• Allows for responding to the local context
  with local variations and interpretations
• Enables participants to use any language
• Keeps down bureaucracy and costs
• How could something like this ever be
  credibly awarded centrally and
  internationally?
International
          GLOBAL CITIZEN’S AWARD

Key features
• Participants involved in operation of the
  Award
      -     including the Award process
• Participants guided by “mentors” –
  including some older participants
• Flexible within a common structure
• Can embrace existing programmes and
  activities
International
         GLOBAL CITIZEN’S AWARD

Key features
• Low cost / low bureaucracy
• Centres only need a computer / Internet
  access to take part
• Travel not required
• Minimal global footprint to set up, operate
  and run the Award
• Centres share in development of the
  Award
International
           GLOBAL CITIZEN’S AWARD

International aspects include

•   Same model offered internationally
•   Can be conducted in any language
•   International networking / discussion
•   International centres contribute to Award
    development
International
         GLOBAL CITIZEN’S AWARD

Assessment / Award

• Fulfils time and participation requirements
  – record
• The “diary” / “log” / sequence of
  reflections – evidence of change and
  development of an appropriate extent
  (subjective)
• Group review with peers, adults etc
International
         GLOBAL CITIZEN’S AWARD

The Award
• Personal development and satisfaction
• Recognition
• Certificate
• Commissioned artefact from another
  country – produced in an ethical project
• Donation to a nominated charity
International
      GLOBAL CITIZEN’S AWARD

Set-up

• Not-for-profit
• Currently operating on voluntary and
  unfunded basis
• Centres pay modest contribution
• Low cost (to enable access)
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD

The IGC Award in action


www.globalcitizensaward.org
International
         GLOBAL CITIZEN’S AWARD

Centres

• Centres in 13 countries
• Schools and colleges
  o Different curricula
  o State and independent
  o National and international
International
     GLOBAL CITIZEN’S AWARD

Ways of implementing the Award

St Timothy’s
 School, Stevenson, MA, USA

 Older, able students
 Announce the Award
 requirements, and invite individuals
 to compile evidence that they fulfil
 these. Provide mentor support.
International
      GLOBAL CITIZEN’S AWARD

Ways of implementing the Award

Academia Británica Cuscatleca, El
 Salvador

 Operate as an after-school club, with
 opportunities for activities within the
 regular timetable
International
      GLOBAL CITIZEN’S AWARD

Ways of implementing the Award

Lifehub LLP, Singapore

 Independent organisation offering
 out of school activities and
 programmes
International
     GLOBAL CITIZEN’S AWARD

Ways of implementing the Award

Collège
 Champittet, Lausanne, Switzerland

 Modify the curriculum to incorporate
 elements of the Award for all
 students, with voluntary participation
 in certain aspects (e.g. on lifestyle).
International
        GLOBAL CITIZEN’S AWARD

Ways of implementing the Award

Sotogrande International School, Spain
Amman Baccalaureate School, Jordan

 Incorporate existing curricular and
 service work within the Award
 framework, with additional elements
International
         GLOBAL CITIZEN’S AWARD


But remember the IGC Award is an
Award for development and progress of
individual students,

not for group work (although it includes
an element of this), and not simply for
participation.
Face-to-face interviews at aBc
Education, Oxford,
IGCA Day, Singapore International School,
Hong Kong
IGCA Day
Singapore International School, Hong Kong
A presentation on human impact on water supplies
Amman Baccalaureate School, Jordan
A Ramadan iftar for orphans arranged by
IGC Award participants
Amman Baccalaureate School, Jordan.
A Habitat for
Humanity project as
part of the IGC Award
at Academia Británica
Cuscatleca,
El Salvador
Fair trade lunch organised by IGCA participants
British International School, Budapest
Bronze IGC Award recipients
The English Academy, Kuwait
International
           GLOBAL CITIZEN’S AWARD

In its first four years,
Over 900 Awards – at bronze and silver levels

$15,000 donated to charities in the name of Award
  recipients
Additional funds for charities raised as part of the
  programme

First Fair Trade event in Qatar
One of the first Fair Trade events in Hungary
Lots of families changing transport, energy use
Lots of actions by participants – small and large scale
Changes in perceptions
Do your little bit of good
where you are; it’s those
little bits of good put
together that overwhelm
the world.

Desmond Tutu
“Education is the most powerful
weapon you can use to change the
world.”

Nelson Mandela


                               83
International
GLOBAL CITIZEN’S AWARD




Questions?
   Comments?
       Thoughts?

www.globalcitizensaward.org
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD


         Thank you for your
         time and interest

www.globalcitizensaward.org
International
        GLOBAL CITIZEN’S AWARD

Interested in joining?

Further information at:

www.globalcitizensaward.org


E: boyd.roberts@globalcitizensaward.org

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International Global Citizen's Award 2011

  • 1. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD www.globalcitizensaward.org
  • 2. Promoting and recognising development as global citizens: The International Global Citizen's Award Boyd Roberts, 16 November 2011 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD
  • 3. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD An international programme to promote and recognise development of (young) people, aged 11 and above, as better global citizens
  • 4. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD A framework within which existing work and activities in schools can be included and shaped, but focusing on the development of individual students.
  • 5. You • A teacher • B school administrator • C work for NGO or other organisation • D consultant • E other
  • 6. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD Thinking behind the Award Comments, questions etc etc The IGC Award – an outline of the structure Comments, questions etc The IGC Award in practice Final questions, comments etc.
  • 7. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD Basic thinking behind the Award
  • 8. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD 1. In our interconnected global world we are affected by and have impact upon the environment and people on a global scale although we may not be aware of this.
  • 9. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD In our interconnected global world the global is in is in the local
  • 10. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD We can get a sense of the global by examining the local with an informed “global gaze” (Harriet Marshall). We don’t fully understand the local without an informed sense of the global.
  • 11. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD 2. Teachers doing is not the same as, and does not always lead to students learning. When it comes to our global work, what do we expect, and how do we know it’s working?
  • 12. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD 3. There are different levels of engagement with our global world.
  • 13. ACT Practical engagement Now what? CARE Attitudes and values about So what? Knowledge AWARE What? Levels of engagement with global issues
  • 14. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD 4. In our interconnected global world, we all have global impact, but we are not all good global citizens.
  • 15. ACT CARE about Global citizenship AWARE Global awareness 15
  • 16. good A / global citizen is… • informed • principled • active on issues from local to global levels
  • 17. Levels of global engagement Global citizenship Informed Be aware Head Principled Be moved Heart Active Be involved Hands Oxfam Montessori
  • 18. Oxfam sees the Global Citizen as someone who…  is aware of the wider world and has a sense of their own role as a world citizen  respects and values diversity  has an understanding of how the world works
  • 19. Oxfam sees the Global Citizen as someone who…  is outraged by social injustice  participates in the community – from local to global levels  is willing to make the world a fairer and more sustainable place  takes responsibility for their actions
  • 20. Aspects of the Global Citizen KNOWLEDGE can be taught or learned
  • 21. Aspects of the Global Citizen SKILLS can be taught or learned
  • 22. Aspects of the Global Citizen ATTITUDES & VALUES “caught not taught”
  • 23. Aspects of the Global Citizen ACTION / PARTICIPATION can be led or facilitated
  • 24. Aspects of the Global Citizen KNOWLEDGE KNOWLEDGE ATTITUDES ACTION & & VALUES PARTICIPATION SKILLS SKILLS Traditional Ethos curriculum Experience realm Impact Teacher Role model Leader Instructor Mentor Facilitator
  • 25. Subject Classes • Focus on “content” – knowledge and skills • Often form an induction to an established discipline • Led / taught / assessed by experts • Prepare for the future
  • 26. Global citizenship should… • emphasise attitudes and values • emphasise action and participation • recognise that students, like adults, are co-equal citizens now • set aside traditional ideas of the teacher as “expert”
  • 28. Not education for … but real, authentic engagement in global citizenship
  • 29. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD working alongside and with young people to help them • become more aware of themselves as global citizens • become better informed • change their lives for the better • make the world a better place
  • 30. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD www.globalcitizensaward.org
  • 31. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD An international programme to promote and recognise development of (young) people as better global citizens
  • 32. 国际全球公民奖 Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD A framework within which existing work and activities in schools can be included, shaped and extended, but focusing on the development of individual students.
  • 33. The IGC Award encourages young people to become better global citizens by: finding out more about other cultures and outlooks
  • 34. The IGC Award encourages young people to become better global citizens by: finding out more about how their everyday lives affect the environment and the lives of others
  • 35. The IGC Award encourages young people to become better global citizens by: taking small actions to make the world a better place
  • 36. The IGC Award encourages young people to become better global citizens by: reflecting on change - their developing knowledge, awareness, perspecti ves and experience
  • 37. International GLOBAL CITIZEN’S AWARD The Award • affirms that students are not future citizens but citizens now. • involves students in all aspects • promotes authentic engagement and personal experience
  • 38. International GLOBAL CITIZEN’S AWARD • is a voluntary programme • starts with students’ everyday lives • concentrates on values, attitudes and action, all related to global citizenship
  • 39. International GLOBAL CITIZEN’S AWARD • promotes and recognises change and development – not the “standard” reached • is locally awarded by authorised centres – with involvement of participants
  • 40. International GLOBAL CITIZEN’S AWARD Encourages wide participation of students • no limits on numbers • wide age range (11+) • non-competitive • suitable for wide ability range but voluntary
  • 41. International GLOBAL CITIZEN’S AWARD Think globally …. act locally
  • 42. International GLOBAL CITIZEN’S AWARD Promoting individual development by active, informed community participation at all levels from the local to the global.
  • 43. International GLOBAL CITIZEN’S AWARD Elements of the Award programme
  • 44. International GLOBAL CITIZEN’S AWARD 1. UNDERSTANDING OTHER CULTURES AND OUTLOOKS
  • 45. International GLOBAL CITIZEN’S AWARD 2. PERSONAL GLOBAL FOOTPRINT
  • 46. International GLOBAL CITIZEN’S AWARD 3. INFLUENCE & INVOLVEMENT WITH OTHERS
  • 47. International GLOBAL CITIZEN’S AWARD 4. RECORDING AND REFLECTING ON CHANGE
  • 48. International GLOBAL CITIZEN’S AWARD Understanding other cultures and outlooks Reading, Films, TV programmes etc BUT must include DIRECT PERSONAL ENGAGEMENT with person(s) of different outlook
  • 49. International GLOBAL CITIZEN’S AWARD Personal Global Footprint Individual impact on the world – people and environment – directly and indirectly
  • 50. International GLOBAL CITIZEN’S AWARD Personal Global Footprint –Being good with money –Environmental responsibility
  • 51. International GLOBAL CITIZEN’S AWARD Being good with money • Helping things to happen by giving it away • Ethical spending “Buying products or services which were ethically produced or delivered and/or which are not harmful to the environment and society.” • Background research, and action
  • 52. International GLOBAL CITIZEN’S AWARD Environmental responsibility • Research and review of personal environmental impact and • appropriate action
  • 53. International GLOBAL CITIZEN’S AWARD Influence & involvement with others • Personal community service • Advocacy, Persuasion or Promotion • Active decision-making
  • 54. International GLOBAL CITIZEN’S AWARD Recording and reflecting on change and development “Diary” / “log” in any format and language allowed by the school; records changes in knowledge, action and awareness Reflection individually or with peers, or mentor - in writing / orally
  • 55. International GLOBAL CITIZEN’S AWARD Time involved - approx 2 hours per week - 50 total hours • Understanding other cultures and outlooks 10 – 15 total hours • Personal global footprint 10 - 15 total hours • Influence and involvement with others 15 – 20 total hours • Recording and reflecting on personal change and development 5 – 10 total hours (Note: All times include associated research)
  • 56. International GLOBAL CITIZEN’S AWARD Awards made at • Bronze level (6 months min.) • Silver level (12 months min.) • Gold level (18 months min.)
  • 57. International GLOBAL CITIZEN’S AWARD Why an award? • It shows the school takes it all seriously – that it matters And we should assess and recognise what we value. • It recognises and encourages development of individual students • It encourages and motivates participation
  • 58. International GLOBAL CITIZEN’S AWARD Why a local award? • Gives centres “ownership” • Allows for responding to the local context with local variations and interpretations • Enables participants to use any language • Keeps down bureaucracy and costs • How could something like this ever be credibly awarded centrally and internationally?
  • 59. International GLOBAL CITIZEN’S AWARD Key features • Participants involved in operation of the Award - including the Award process • Participants guided by “mentors” – including some older participants • Flexible within a common structure • Can embrace existing programmes and activities
  • 60. International GLOBAL CITIZEN’S AWARD Key features • Low cost / low bureaucracy • Centres only need a computer / Internet access to take part • Travel not required • Minimal global footprint to set up, operate and run the Award • Centres share in development of the Award
  • 61. International GLOBAL CITIZEN’S AWARD International aspects include • Same model offered internationally • Can be conducted in any language • International networking / discussion • International centres contribute to Award development
  • 62. International GLOBAL CITIZEN’S AWARD Assessment / Award • Fulfils time and participation requirements – record • The “diary” / “log” / sequence of reflections – evidence of change and development of an appropriate extent (subjective) • Group review with peers, adults etc
  • 63. International GLOBAL CITIZEN’S AWARD The Award • Personal development and satisfaction • Recognition • Certificate • Commissioned artefact from another country – produced in an ethical project • Donation to a nominated charity
  • 64. International GLOBAL CITIZEN’S AWARD Set-up • Not-for-profit • Currently operating on voluntary and unfunded basis • Centres pay modest contribution • Low cost (to enable access)
  • 65. Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD The IGC Award in action www.globalcitizensaward.org
  • 66. International GLOBAL CITIZEN’S AWARD Centres • Centres in 13 countries • Schools and colleges o Different curricula o State and independent o National and international
  • 67. International GLOBAL CITIZEN’S AWARD Ways of implementing the Award St Timothy’s School, Stevenson, MA, USA Older, able students Announce the Award requirements, and invite individuals to compile evidence that they fulfil these. Provide mentor support.
  • 68. International GLOBAL CITIZEN’S AWARD Ways of implementing the Award Academia Británica Cuscatleca, El Salvador Operate as an after-school club, with opportunities for activities within the regular timetable
  • 69. International GLOBAL CITIZEN’S AWARD Ways of implementing the Award Lifehub LLP, Singapore Independent organisation offering out of school activities and programmes
  • 70. International GLOBAL CITIZEN’S AWARD Ways of implementing the Award Collège Champittet, Lausanne, Switzerland Modify the curriculum to incorporate elements of the Award for all students, with voluntary participation in certain aspects (e.g. on lifestyle).
  • 71. International GLOBAL CITIZEN’S AWARD Ways of implementing the Award Sotogrande International School, Spain Amman Baccalaureate School, Jordan Incorporate existing curricular and service work within the Award framework, with additional elements
  • 72. International GLOBAL CITIZEN’S AWARD But remember the IGC Award is an Award for development and progress of individual students, not for group work (although it includes an element of this), and not simply for participation.
  • 73. Face-to-face interviews at aBc Education, Oxford,
  • 74. IGCA Day, Singapore International School, Hong Kong
  • 75. IGCA Day Singapore International School, Hong Kong
  • 76. A presentation on human impact on water supplies Amman Baccalaureate School, Jordan
  • 77. A Ramadan iftar for orphans arranged by IGC Award participants Amman Baccalaureate School, Jordan.
  • 78. A Habitat for Humanity project as part of the IGC Award at Academia Británica Cuscatleca, El Salvador
  • 79. Fair trade lunch organised by IGCA participants British International School, Budapest
  • 80. Bronze IGC Award recipients The English Academy, Kuwait
  • 81. International GLOBAL CITIZEN’S AWARD In its first four years, Over 900 Awards – at bronze and silver levels $15,000 donated to charities in the name of Award recipients Additional funds for charities raised as part of the programme First Fair Trade event in Qatar One of the first Fair Trade events in Hungary Lots of families changing transport, energy use Lots of actions by participants – small and large scale Changes in perceptions
  • 82. Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world. Desmond Tutu
  • 83. “Education is the most powerful weapon you can use to change the world.” Nelson Mandela 83
  • 84. International GLOBAL CITIZEN’S AWARD Questions? Comments? Thoughts? www.globalcitizensaward.org
  • 85. Premio Internacional de Ciudadano Global International GLOBAL CITIZEN’S AWARD Thank you for your time and interest www.globalcitizensaward.org
  • 86. International GLOBAL CITIZEN’S AWARD Interested in joining? Further information at: www.globalcitizensaward.org E: boyd.roberts@globalcitizensaward.org

Hinweis der Redaktion

  1. I’m suggesting, along with Oxfam, that awareness – knowledge- is not enough.We need to be developing a capacity to care.In part we can do this by encouraging the development of empathy, for instance through fictional literature. But it also needs to be applied to real life situations.And the purpose of this is to develop caring about.Not enough in itself – needs to have some practical implications – some manifestations.It needs to be reflected in action.And that is the purpose of developing the awareness.Of course this is not a simple linear model, but a self-reinforcing spiral.
  2. After this introduction to set the stage, let’s get to some practicalities.I’m looking at ways in which schools can work with students to enable them to develop a better, more grounded, better informed, more ethical sense of place and position within our global world. I’m suggesting that, whatever your titles or the Awards you’re working towards, it is responsible global citizens that you should be working to develop. And I reckon this is a pretty important and central part of our work.So the first suggestion is giving it this sort of recognition within the school.